From recoil to reflective

Developing student, educator and GenAI partnership through assessment design

Abstract

The sudden emergence and unprecedented growth of GenAI tools in the higher education landscape presents educators with new and significant challenges. In the face of these, we argue that educators should move from prohibition to supporting students to learn through collaboration with GenAI, but that their own values towards assessment and AI are central to this shift. This workshop will build on an assessment typology developed by the authors. The typology has been designed to assist educators to identify and communicate authorised GenAI use, and to build assessments that identify and prescribe appropriate student use of GenAI tools. Participants will leverage GenAI tools to reflect on their own biases and practices related to assessment design and GenAI. This reflective approach encourages educators to explicitly articulate aims for student learning as well as their own values for assessment design. The hands-on workshop will offer participants opportunities to deepen their teaching practice, while refining assessments relevant to their own teaching contexts. The design and delivery of the workshop will draw on the hosts’ experiences providing professional development workshops in their home institution that have introduced staff to GenAI tools, challenges and uses; teaching practice; assessment design; and student feedback literacy.